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V. 12 N. 1 (2021): Pedagogia Speciale tra Formazione e Ricerca ai tempi della pandemia

Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion

DOI
https://doi.org/10.3280/ess1-2021oa11818
Inviata
4 maggio 2021
Pubblicato
28-06-2021

Abstract

We present the implications of a novel approach to design-based research, Special Education Embodied Design (SpEED), for inclusive education. SpEED is a new way of thinking about how Special Education students can learn through whole-body participation (Tancredi et al., in press). The goal of SpEED is to update our thinking about special education and inclusion based on the latest developments in cognitive science. We illustrate the utility of embodied design to teaching and research on issues affecting learners in Special Education through examples centering different Special Education populations, including Deaf learners, learners on the autism spectrum, and sensory-seeking learners. Each project focuses on deepening the learning opportunities we offer students by using learners’ existing embodied resources. We conclude with a commentary on considerations for implementing SpEED within the Italian educational system.

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